year 7 parent informaon evening - plymstock...
TRANSCRIPT
Year7ParentInforma.on
Evening
January2016
Year7ParentInforma.onEvening2016
AIMS:
Researchshowsthatparentalinvolvementinchildren’seduca:on,fromanearlyage,hasasignificantimpactoneduca:onalachievementandcon:nuestodosointoadolescenceandadulthood.
Welcomeandthankyouforcomingalong.
Programme• AimsandCurrentResearch:MsBurgessYear7AchievementLeader
• Pathways:MsPerryDeputyHeadteacher
• Pastoral:MrsRobbHeadofYear7
• English:MsBurgessHeadofEnglish
• Maths:MissMonelleHeadofMathema.cs
• Science:MissEvans(Ac.ng)HeadofScience
• AcceleratedReader:MrWaterfieldWholeSchoolLiteracyCoordinator
• TricksandTipsfromYear8:JacobGoodeandRyanEllis
• LearningStyles:MrWitheyHeadofHistory
• Year7StudySkills:LucyNobleandTelseaKern
Interven:on
According to research, what is the number 1 most effective
strategy used to raise student attainment?
TheEduca:onEndowmentFounda:on(EEF):
Feedback
comesjointtopwith
Metacogni:onandSelf-Regula:on
strategies
Studentsreceivinghighqualityfeedbackmake
8monthsmoreprogressoverayearthana
classthatdoesnotreceivequalityfeedback.
hUps://educa.onendowmenWounda.on.org.uk/
toolkit/toolkit-a-z/
• Feedback(oralorwriUen):thatprovidesstudentswiththeir‘nextsteps’andisspecificsoitcanbeacteduponbythestudent(WWW/IOTI).
“ThefeedbackhashelpedmerealisewhatIamgoodatandwhatIneedtodotoimprove.”
• Metacogni:onandself-regula:on:studentslearningabouthowtheylearnsotheycanreflectuponandregulatetheirownprac.ce.
• AGrowthMindsetCarolDweck‘Mindset:The
NewPsychologyofSuccess’(2007)
CarolDweck’s‘Growth
Mindset’:
“Ifyoucan’tdo
somethingtodayitjust
meansyoucan’tdoit
yet”.
Carol S. Dweck, PHD., is one of the world’s leading researchers
in the field of motivation and is a Professor of Psychology at
Stanford University.
AGrowthMindsetoraFixed
Mindset?GrowthMindset
• Failureisanopportunitytolearn
• Effortisnecessarytogrow,intelligencecan
beachievedthrough
hardwork
• Nega:vefeedbackisnotaboutmebut
whereIamatpresent
FixedMindset
• Intelligenceisfixed–noeffortisrequiredto
succeed
Listentoyour‘GrowthMindset’Voice
Insteadof… Trysaying…
• I’mnotgoodatthis
• I’mbrilliantatthis!
• Igiveup!
• Thisistoohard
• Ican’tdothis
• I’vegotthiswrong
• It’snotgoodenough
• WhatamImissing?
• I’montherighttrack!
• I’lltryadifferentway
• Thisisgoingtotake:meandeffort.
• I’mgoingtolearnhowtodothis
• Mistakeshelpmelearnbe\er
• HowcanIimproveit?
Howdowemoveourchildrenfrom‘FixedMindset’
Learnersto‘GrowthMindset’Learners?
• TeachersneedtonurtureaGrowthMindset
• Essen.althatweshowthemwebelievetheir
intelligenceisnotfixed
• Weneedtomakethembelievetheycanimprove
• Weneedtoensuretheyknowhowtoimprove
• Collabora:veclassroomenvironmentwhere
pupilstakeresponsibilityfortheirownlearning
• PupilsunderstandtheGrowthMindsetandhow
itcanhelpthem
Successcriteria
Accelerates students’ progress when they know what the intended outcome is and are able to judge the quality of their own work and how to improve it.
Ask your child:
• What do you need to do to improve in subject X?
• Do you have success criteria you can show me? (You could ask your child to annotate their work using the success criteria, or to pause whilst working and reflect on their progress with the success criteria.)
Areadingchildis,quitesimply,a
successfulchild
Thisisnotjustama\erofanecdotal
evidence.TheOrganisaBonforEconomic
CooperaBonandDevelopment(OECD)has
concludedthatreadingforpleasureis
evenmoreimportantthansocialclassin
determiningacademicsuccess.
Readingforpleasurechangeslivesforthe
be\er• AllYear7andYear8studentsnowhaveatleast30minutes
readingeachdayinschool
• Teachersmodelreadingandsharetheirfavouritereads
• SomestudentsreadinsmallgroupswithadultmentorssuchasourexpertlibrariansandTeachingAssistantseveryday
• SomestudentsreadwithYear10andYear12mentorsregularly
• TheYear7BookGroupMondaylunch:mesinthelibrary
• The‘Year7ReadingChallenge’allYear7students–thankyouforyourinvolvement
• AcceleratedReader–allYear7students
• TheLiteracyLeaders’ClubMondaysandThursdays
3-4PMinthelibrary
TheLearningJourney
ThreeMainChanges
• NewGCSEs
• Newgradingsystem
• RemovalofKeyStage2Levels
• Atransi.onperiod
New9to1GCSEs
Bysummer2020,whenyourchild
takestheirGCSEs,allsubjectswill
begraded9to1
• AnysubjectthathasnotbeenreviewedandupdatedforstartinSeptember2017,willnolongerbeoffered
KS2SAT
Level–
priorto
2016
Yr7 Yr8 Yr9 Yr10 Yr11Target
Grade
Legacy
GCSE
Grades
for
summer
2017
only
9
A*/A8
7
5/6
6
B/C5
4
4
3
D/G2
1
3/2
Yr7Drama
Maurice,KingoftheToiletsPLY
Deviseanengagingperformanceusingarangeof
Tableaux,MimeandPhysicalTheatreskills,whilst
focusingonapoemasastimulus
Usearangeofdramaskillswithconfidencetodeepen
themeaningofaroleorstory
Confidentlyrecallanddemonstrateskillsneededto
createafullydevelopedcharacter,clearlydifferentfrom
themselves.Theseinclude
• Voice
• Gesture
• Movement
• FacialExpression
Sustainafullydevelopedcharacterforanimpressive
amountoftimewithoutcorpsing,withacomplete
awarenessofaudience
Drawoutthemesfromapoem,analysingthemeaning
withinthesubtext
Confidentlyrecallanddemonstrateacomplete
understandingofterminologyincludingTableaux,Mime,
PhysicalTheatre
Leadagroupwithconfidence,identifyingareasof
strengthandweakness,andcooperatewithothersto
solveproblems(nocoasting)
Analysetheirownworkandtheworkofotherswhist
givingconstructivefeedbacktopeerwork
YMSDeviseanengagingperformanceusingsomeTableaux,
MimeandPhysicalTheatreskills,whilstfocusingona
poemasastimulus
Usearangeofdramaskillstodeepenthemeaningofa
roleorstory
Recallanddemonstrateskillsneededtocreatea
developedcharacter,differentfromthemselves.These
include
• Voice
• Gesture
• Movement
• FacialExpression
Sustainacharacterforanreasonableamountoftime
withoutcorpsing,withanawarenessofaudience
Drawoutthemesfromapoem,discussingthemeaning
withinthesubtext
Recallanddemonstrateanunderstandingof
terminologyincludingTableaux,Mime,PhysicalTheatre
Co-operatewithagroupduringrehearsals,focusingon
areasofstrengthandweakness,andworkwithothers
tosolveproblems(nocoasting)
Reflectontheirownworkandtheworkofotherswhist
givingconstructivefeedbacktopeerwork
STODeviseaperformanceusingsomeTableaux,Mimeand
PhysicalTheatreskills,whilstfocusingonapoemasa
stimulus
Useasomedramaskillstocreateacharacterandtella
story
Recallanddemonstrateskillsneededtocreatea
character.Theseinclude
• Voice
• Gesture
• Movement
• FacialExpression
Sustainacharactertoanaudienceforashortamountof
time
Drawoutthemesfromapoem,discussingwhothe
charactersareandtheirrolewithinthestory
Recallanddemonstrateanunderstandingof
terminologyincludingTableaux,Mime,PhysicalTheatre
Workaspartofagroupduringrehearsals,and
co-operatewithotherstosolveproblems
Discusstheirownworkandtheworkofothersfocusing
onareasforimprovement
CKDeviseaperformanceusingsomeTableaux,Mimeand
PhysicalTheatreskills,whilstfocusingonapoemasa
stimulus
Usebasicdramaskillstocreateacharacterandtella
story
Recallanddemonstratesomebasicperformanceskills.
Theseinclude
• Voice
• Gesture
• Movement
• FacialExpression
Sustainacharactertoanaudienceforalimitedamount
oftime
Listentoapoemandrecallwhothecharactersareand
theirrolewithinthestory
Recallanunderstandingofterminologyincluding
Tableaux,Mime,PhysicalTheatre
Workinagroupduringrehearsals,and
helpotherstosolveproblems
Thinkofwaystoimprovetheirworktoimproveforthe
nextperformance
PathwayBookletsPathway Expectations
PL
• Demonstrateacompleteawarenessofdifferenttheatretraditions/genres,linkingbacktothehistorybehind
thegenre(e.g.Melodrama/SilentMovies)
• Exaggeratephysicalandvocalskillstocreateadefinedcharactercompletelysuitabletotheroleplayedand
coherentwiththegenre.Thisshouldincludecompletecontrolof–Gesture,Facialexpression,Movement,
Voice
• Sustainafullydevelopedcharacterforanimpressiveamountoftimewithoutcorpsing
• Makebestuseofmusicandsoundeffectstoenhancedramaticeffects
• ConfidentlyrecallanddemonstrateanunderstandingofterminologyincludingAside,Comedy,Dramatic
Pause,Tension,&CharacterMoulding
• Leadagroupwithconfidence,identifyingareasofstrengthandweakness,andcooperatewithotherstosolve
problems
• Analysetheirownworkandtheworkofotherswhistgivingconstructivefeedbacktopeerwork
LY
• DemonstrateanawarenessofMelodrama/silentmovies,linkingbacktothehistorybehindthegenre
• Exaggeratephysicalandvocalskillstocreateadefinedcharactersuitabletotheroleplayedandcoherentwith
thegenre.Thisshouldincludecontrolof–Gesture,Facialexpression,Movement,Voice
• Sustainadevelopedcharacterforanimpressiveamountoftimewithoutcorpsing
• Makesomeuseofmusicandsoundeffectstoenhancedramaticeffects
• ConfidentlyrecalldemonstrateanunderstandingofterminologyincludingAside,Comedy,DramaticPause,
Tension,&CharacterMoulding
• Workinagroupwithconfidence,identifyingareasofstrengthandweakness,andcooperatewithothersto
solveproblems(nocoasting)
• Analysetheirownworkandtheworkofotherswhistgivingconstructivefeedbacktopeerwork
MS
• DemonstratesomeawarenessofMelodrama/silentmovies,linkingbacktothehistorybehindthegenre
• Usephysicalandvocalskillstocreateacharactersuitabletotheroleplayedandcoherentwiththegenre.This
shouldinclude-Gesture,Facialexpression,Movement,Voice
• Sustainadevelopedcharacterforanappropriateamountoftimewithlimitedcorpsing
• Makebasicuseofmusicandsoundeffectstoenhanceadramaticeffect
• RecallanddemonstrateabasicunderstandingofterminologyincludingAside,Comedy,DramaticPause,
Tension,&CharacterMoulding
• Workwellaspartofagroupandcooperatewithotherstosolveproblems(nocoasting)
• Discusstheworkofothersthroughconstructivefeedback
TO
• DemonstratesomeawarenessoftheMelodrama/silentmoviegenre
• Usesomephysicalandvocalskillstoportrayacharactersuitabletotheroleplayed.Thisshouldinclude-
Gesture,FacialExpression,Movement,Voice
• Sustainadevelopedcharacterforashortamountoftime
• Showunderstandingofhowtheuseofmusicandsoundeffectscouldenhanceadramaticeffect
• RecallsomeunderstandingofterminologyincludingAside,Comedy,DramaticPause,Tension,&Character
Moulding
• Workcooperativelyaspartofagroupagivesuggestionswhennecessary(nocoasting)
• Discusstheworkofothersthroughfeedback
CK
• RecalllimitedunderstandingoftheMelodrama/silentmoviegenre
• Uselimitedphysicalandvocalskillstoportrayacharacter.Thiscouldinclude-Gesture,Facialexpression,
Movement,Voice
• Sustainadevelopedcharacterforaveryshortamountoftime
• Showalimitedlevelofunderstandingofhowtheuseofmusiccouldenhanceadramaticeffect
• RecallalimitedunderstandingofterminologyincludingAside,Comedy,&DramaticPause
• Workcooperativelyaspartofagroup
• Commentontheworkofothersthroughlimitedfeedback
KS2SAT
Level–
priorto
2016
Yr7 Yr8 Yr9 Yr10 Yr11Target
Grade
Legacy
GCSE
Grades
for
summer
2017
only
9
A*/A8
7
5/6
6
B/C5
4
4
3
D/G2
1
3/2
KPD
DeputyHeadteacherLearningandtheStudent
RCP
Achievement
Leader
MAT
Achievement
Leader
LLD
Achievement
Leader
WMS
Achievement
Leader
DAB
Achievement
Leader
SHolton
HouseLeader SHarvey
HouseLeader JBrotherton
HouseLeader ADo\
HouseLeader PChivers
HouseLeader
SDW
HeadofYear11 NPB
HeadofYear10 DMW
HeadofYear9
CIR
HeadofYears
7&8
AchievementLeadersDannyBurgess:willstaythesameeveryyear–thisprovidescon.nuityfromYear6-7.
RobPearsall,MarkTaylor,LouiseDuff&WilSprenkel:willfollowtheyeargroupupandthenrotatebackdown.
HeadsofYearCheryleRobb:Non-teachingHeadofYear-willstaythesameeveryyear–thisprovidescon.nuityfromYear7to8.
DaveWya\,NeilBellamy&SimonWookey:willfollowtheyeargroupupandthenrotatebackdown.
GCSEEnglishLanguageandEnglishLiterature
100%Examina:on
• GCSEEnglishLanguage
» Twoexamina.onsfocusingonreadingand
wri.ngskills.
• GCSEEnglishLiterature
» Oneexamina.onbasedonthestudyofa
Shakespeareplayanda19thCenturynovel.
» Oneexamina.onbasedonamodernplayor
prosetextandapoetryanthology.
The19th-centurynovel:
• JaneEyre–CharloUeBrontë
• GreatExpecta@ons–CharlesDickens
• DrJekyllandMrHyde–RLStevenson
• AChristmasCarol–CharlesDickens
• PrideandPrejudice–JaneAusten
• TheSignofFour-ConanDoyle
• Frankenstein–MaryShelley
Poetry
• WilliamBlake
• WilliamWordsworth
• RobertBrowning
• WilfredOwen
• SeamusHeaney
• CarolAnnDuffy
• CharloUeMew
• ThomasHardy
• PercyByssheShelley
25%forSPAG(Spelling,Punctua:onandGrammar)
20%ofthetotalGCSEEnglishLanguagemarks
willbeallocatedtotheuseof:
‘arangeofvocabularyandsentencestructures
forclarity,purposeandeffect,withaccurate
spellingandpunctuaBon'.
SPAGisworth5%ofGCSEEnglishLiterature.
Year7EnglishCurriculum
HalfTermlyMilestoneAssessments• Narra:vePoetry–Compara.veSkills/RespondingtoUnseenPoetry(GCSEEnglishLiterature)
• Narra:veWri:ng–(GCSEEnglishLang.Narra.ve/Descrip.veWri.ng)
• ModernNovel(‘DiaryofAnneFrank’,‘PrivatePeaceful’,‘CirqueDuFreak’,‘Holes’)
• DramaText(GCSEEnglishLit.)
• Developmentofstudents’wri:ngskills(GCSEEnglishLang.‘Wri.ngtoPresentaPointofView’)
• SpokenLanguage(GCSEEnglishLang.Pass,Merit,Dis.nc.on)
• Introduc:ontoSkakespeare(GCSEEnglishLit.)
ParentalSupport• Lookattheirexercisebooks–focusontheposi.ve
• Askques.onsaboutwhattheyaredoing.
• Findaspectstopraise.
• Offersupportonwaystodevelopwri.ng.
• Supportwithhomeworktasks
• Findwri.ngopportuni.es• LeUers,notes,messages,emails.
• Reading• Notjustnovels–magazines,non-fic.on,foodpackaging,leaflets,holidaybrochures.
• Developvocabulary–conversa.ons,dic.onaryandthesaurus,games,‘wordaday’.
• Widerexperiences• Theatre,library,museums.
Furthersupport
• CGPKS3Englishstudyguides
• Le\sKS3Englishcoursebook
Websitesfocusingonskills–
grammar-monster.com
grammarbook.com
bbc.co.uk/skillswise
bbcbitesizeks3
Howcanyouhelp?
• Beposi.veaboutmaths!
• Talktoyourchildaboutwhattheyaredoingintheirmaths/numeracysessions
• Talkaboutmathsineverydaylife–whenyouareshopping,readinganewspaper,ar.clesinthenews,moneymanagement,cooking…
• UseMyMathsorMathsWatch(orotherapps)tohelp
• Testyourchildontheir.mestables
Topics:
• Problemsolving
• NumberandAlgebra
• Shape,SpaceandMeasures
• HandlingDataandProbability
General
• 6hoursoverafortnight
• Scienceteacher–teachesBiology,Chemistry
andPhysics
• Prac.calskillsinScience
• Contentandknowledge
Content
• HumanBiology
• Ecosystems
• Par.clesandtheirbehaviour
• Acids,Alkalisandchemicalreac.ons
• Forces
• Energy
Pathways
• Mainlyskillbased
– Prac.calskills
– Observa.onsandrecordinginforma.on
– Askingques.ons
– Linkingtheorytoprac.cal
– Datahandling
– Iden.fyingrisksandsafety
• Content–complexityofknowledgeisrelatedto
pathway
Assessment
• Projectbasedtasksandhomework
• Endoftopictests
• “Milestone”assessments
Howyoucanhelp
Scienceisaverycontentrichsubject–welearnnewcontenteverylesson
• Homeworkissettobegintheprocessofconsolida.nglearning
• Keywordlists
• Takeanac.veinterestintheirwork
• DoddleandBBCbitesize
Welcome
Whyarewehere?
Rangeofreasons:
• Specificliteracyissues?
• BelowLevel4onentry?• Level4C(4.8)onentry?
• Readingageislowerthanchronologicalage?Aims:
• Raiseawarenessofwhatwedoinschool:helpustohelpyou…
• Lookatstrategiestouseinthehome
• HelpraiseaUainment
• Helppreventtheperformanceofhighachievers‘droppingoff’
InSchool(Yr.7)AllstudentsaresupportedintheirreadingbyAcceleratedReaderandthe30minutereading:me.
AcceleratedReader:
• Matchesreadingtoability
• Aimstostretchandencouragegrowth
• Linkstorewards
HelpyourchildfindbooksatARBookfind:hUp://www.arbookfind.co.uk/
Trackyourchild’sprogressusingHomeconnect:
hUps://ukhosted51.renlearn.co.uk/1892192/HomeConnect/
Inschool…(Yr.7)
TeachersandtutorshaveaccesstoReadingAgedata:theyuseittoinformhowtheyplanandprepareforyourchild’slearning.
LiteracyLessons:StudentsinYear7willworktowardsachievingorconsolida.ngtheLevel4literacyskillsnecessarytoaccessthewholecurriculum.MoststudentsfollowaprogrammebasedaroundtheCollins‘AimingforLevel4’bookswhichareavailableforbothreadingandwri.ng.
LITERACYLEVELS
Inschool…(Yr.8)
Teachersandtutorshaveaccessto
ReadingAgedata:theyuseittoinform
howtheyplanandprepareforyourchild’s
learning.
LiteracyLessons:Studentscon.nuewith
AcceleratedReaderonceaweek.
Mentoring:Sixthformershelptodevelop
readingtwiceaweek.
LITERACYLEVELS
Thisisnotthewholestory…
• 10to16year-oldswhoreadforpleasuredobe\eratschool.(2013researchbyDrAliceSullivanandMaUBrownfromtheIns.tuteofEduca.on)
• Itisvitalthatchildrenenjoyreading-mo.va.onisessen.alforacquiringliteracyskills.Readingforpleasureismoreimportantthaneitherwealthorsocialclassasanindicatorofsuccessatschool.Yetonly40%ofEngland'stenyearoldshaveaposi.veavtudetoreading.ThefigureforItalyis64%and58%forGermany.(Na.onalLiteracyTrust)
• Youngpeoplewhoreadoutsideclassonadailybasiswere13:mesmorelikelytoreadabovetheexpectedlevelfortheirage.(Na.onalLiteracyTrust)
Readingskillsneededforacademic
success…Level4(averagereader)
• Understandwhattheyhavereadandmakerelevantcommentsoncharacters,eventsandsitua.ons.
• Supporttheirideasbypickingoutevidencefromatext,owenintheformofaquota.on.
• Readbetweenthelinestocommentonwhatissuggestedbyatext
• Commentonthelanguageusedinthetext,orwhyanauthorhasusedcertainwordsortypesofsentence
• Commentonthestructureofatext,suchashoweffec.velyitislaid-outorhowitbeginsandends.
HelpingwithReading
• Making.me
• Posi.veAtmosphere
• Monitoring
• Themostsuitablebook(Goldilocks?)
• Ques.oningandchallenging
• Knowhowtohelpbutnottoomuch
• Keepthehabitgoing…
• Keepitfun?hUp://www.readsuccessfully.com/
• Didyouknow?FinnishchildrenhavestrongerreadinglevelsbyfarthanEnglishchildren:theirparentsmakethemwatchtheTVwiththesub.tleson!
HelpingwithWri.ng…
KeyStage3essen.alskills…
• Writesentencesthatmakesense,startwithacapitalleUerandendwithafullstop.
• Usecommastobreakupideaswithinsentences.
• Writeusingarangeofsentencetypes:simpleandcomplex(shortandlong).
• Breakworkupintoparagraphstomakeitclearer.
• Spellmostcommonwordscorrectly.
• Usesomeinteres.ngwordsthatengagethereader.
• Usethecorrectformatfordifferenttypesofwri.ng(e.g.leUer,ar.cle,script)
HelpingatHome…
• Encouragetheuseofadic.onaryforspelling.
• CheckthroughwriUenworkandaskques.onsaboutwhetheryourchildhasthoughtabouttheskillsabove.
• Encourageyourchildtochecktheirworkforerrorsthemselves.
Somestudentsareveryreluctanttorevisittheirworkandcorrecterrors.Strategiestohelpinclude:
• Puvngtheworkawayandlookingatitagainlater.
• Doingcorrec.onswithadifferentcolouredpen.
• Drawinginpencil,whichcanberubbedout.
Keepitfun?hUps://www.youtube.com/watch?v=ilVkS1T8T5k
USEtheHulk!
TipsandtricksforYear7parents
Parentalsupport:pstohelpyour
childoutsideofschoolwithliteracy
andreading.
JacobGoodeandRyanEllis
Readingathome
Athomeyourchildshouldbeencouragedto
readforatleast10minutesaday.Itmay
notsoundlikemuchbutinthelongtermitis
proventomakeahugedifferencetoyour
child'sGCSEgradesandwriUen/spoken
vocabulary.
HowPlymstockschoolcanhelp
Ifyourchildisstrugglingwithreadingorliteracythentherearevariousbefore
school,break.me,lunchandawerschoolclubsthatareheldinthelibraryfor
yourchildtopar.cipatein.Herearesomeexamples:
Club Whatitdoes Whenitisheld
Year7bookclub Helpswithchoosingthe
rightbook
Mondaylunch.me
LiteracyClub Literacygames,
handwri.ng,spelling,
punctua.on,grammar
MondaysandThursdays
awerschool
Readingmentors Helpswithoverall
developmentofreading
andconfidencethrough
aonetoonebasis
Everybreakand
lunch.me
Forextrainforma:ontalktoMsHogbeninthelibrary
AcceleratedreaderYourchildshouldalreadybereadingbooksand
quizzingonthemeverycoupleofweeksintheir
Englishclass.Pleasemakesureyourchildistaking
thisseriouslyastheinforma.onfromthetestsis
usedtomeasureprogressthroughoutreadingand
alsogivesthembookrecommenda.ons.
Enjoymentofreading
Imyselfenjoyreading,however,Iunderstandmanyother
studentsdonotfeelthisway.Whenpeoplesaytheydon’t
likereadingwhattheytrulymeanisthattheyhaven’tfound
therightauthor,subjectorrightcomplexityofbook.Ifyour
childishavingproblemswiththis,theyshouldspeaktoany
ofthefriendlylibrarystaffwhocanhelp.
Readingathome
• Athomeyourchildmaynotwanttoreadeverydaybutitisgoodtoreadfrom5to10minutesanight.ThiscanhelpimproveyourGCSEgradesanditwidensyourvocabulary.
• Intheschoollibrary,thebookshavecoloursonthemthatshowyouwhatleveltheyare,ifyourchildisacertaincoloure.g.red,buttheyarereadingalowerlevelyoushouldencouragethemtoreadahigherlevelbook.Ifyoudon’tencouragethemtoreadtheywillgodownintheirEnglishlevelandGCSEgradestoo.
Whatcanyoudoasaparent?
Asaparentyoucan:
• Readwithyourchildandencouragethemtodiscussthestorywithyou.
• Keepalogofvocabularythatyourchildisunfamiliarwithandlookthewordsupinadic.onary.
• Testyourchildonwhattheyhavejustreadtomakesuretheyareactuallyreadingthebookandnotrushingthroughit.
• EncourageyourchildtotakepartinanAcceleratedReadertestinschool,ortheReadingChallenge.
• Talktoyourchildaboutthe30minutedailyreadinginschoolandwhattheyarereading.
Ryan’sStory
InYear7,Ireadover50booksandItookpartin
theReadingChallenge.Asaresultofreadingall
thesebooksIwasawardedabronze,silverand
goldstar,Ialsoachievedastarforeffortand
theHouseAward.Atthe‘AchievementEvening’
IwonaKindleFireformyoutstandingreading.
OneKindlewasawardedtoaYear7inevery
house,atotaloffiveKindlesweregivenaway
tohardreadingYear7s.
LearningStyles,
Preferencesand
Adaptability
LearningStyles,Preferencesand
Adaptability
Lesson Objective Learning outcomes
Online Support
www.historynetwork.co.uk
Know – What we mean by Learning Styles/Preferences
Understand – That people
learn in different ways
Demonstrate how a curriculum
can accommodate learning
styles
Be able to – reflect upon our understanding of learning styles
An introduction to learning styles
Weallhavedifferentbrainsandweall
havedifferentlearningpreferencesand
styles
Howmany:mesdoesthele\er F’appearinthefollowingtext:
‘FINISHEDFILESARETHE
RESULTOFYEARSOFSCIENTIFIC
STUDYCOMBINEDWITHTHE
EXPERIENCEOFYEARS’
SayaWord
SensoryPreferences
Apple
Gregorc’sPersonalThinkingStyleInventory-AgoodParenttest
WhatDoesitMean?
• ConcreteSequen.al
• ConcreteRandom
• AbstractRandom
• AbstractSequen.al
SensoryPreferences–AStudentTest
LearningStylesandofferingstudent
choiceincurriculumplanning
ReflectingonthequalityofmylearninginHistoryduringTerm1
Lookbackthroughyoubookandreadmyfeedbackcomments.Thenanswerthefollowing
questionshonestly.
1.ThekeywordsIhavemisspelthavebeencorrectedthreetimes.Y/NWritethemoutbelow:
2.HaveyoualwaysrespondedtomycommentsandansweredallquestionsthatIhaveasked?Y/N
3.Sofarwehave:
a)completedanevidencehuntontheMaryRose
b)lookedathowpeoplewereeffectedbytheCivilWaranddesignedourownpoliticalcartoonstoshowthis
c)Assessment1:wewroteaPEAessayonthecasuesoftheCivilWar–thiswasfollowedbya‘purple’interventionexercise
d)wecompletedaroleplayontheBattleofFreedomFieldsanddesignedourownbattleplans
e)westudiedtheexecutionofKingCharlesIandreachedourownjudgementaboutwhatshouldhappentohim
f)IndependentinvestigationintolifeinPuritanEnglandunderCromwellandyoudesignedleafletsandansweredextensionquestionsforyour
pathway
g)Assessment2:youcompletedanassessmentonOliverCromwellbasedonsourceanalysisskills.Thiswasfollowedupwitha‘purple’
interventiontask.
h)weconsideredthetruthbehindtheGunpowderPlot
h)westudiedtheGreatFireofLondon–FocuswastoconsiderWHYitcasuedsomuchdevastation.Weusedthe‘TrashandTreasure’
techniqueand‘Diamond9Ranking’.
ThelessonImostenjoyedwas….
because…..
OnepieceofworkIammostproudofis…
Because…
Howmuchprogressdoyouthinkyouhavemadeinthetwoskillsassessedthisterm:
1. ExtendedWriting–developingaPEAstructure(CausesoftheCivilWar)
2. Analysingsources–usingthe‘Describe,InterpretandEvaluate’(DIE)method(CromwellAssessment)
2targetsforimprovementwouldbe:-explainwhatyouneedtododifferentlyinordertoachievethesetargets.
1.
2.
a) completed an evidence hunt on the Mary Rose b) looked at how people were effected by the Civil War and designed our own political cartoons to show this
c) Assessment 1: we wrote a PEA essay on the causes of the Civil War – this was followed by a ‘purple’ intervention exercise d) we completed a role play on the Battle of Freedom Fields and designed our own battle plans
e) we studied the execution of King Charles I and reached our own judgement about what should happen to him f) Independent investigation into life in Puritan
England under Cromwell and you designed leaflets and answered extension questions for your pathway g) Assessment 2: you completed an assessment on Oliver Cromwell based on
source analysis skills. This was followed up with a ‘purple’ intervention task. h) we considered the truth behind the Gunpowder Plot i) we studied the Great Fire of London – Focus
was to consider WHY it caused so much devastation. We used the ‘Trash and Treasure’ technique and ‘Diamond 9 Ranking’.
Crea.vetask
following
independent
research
Crea.vetask
following
independent
research
Crea.vetask
following
independent
research
Visuallearning
withuseofDVD
andsimula.on
ac.vity.
Visuallearning
withuseofDVD
andsimula.on
ac.vity.
Essay
Wri.ng
‘FlashCards’andthen
‘Diamond9’rankingtaskto
answercausa.onq’s–
Kinesthe.c
Trashor
Treasure
‘Readingfor
Meaning’
technique.
Pupilreflec.onofskills
learntfromthetechniques
taught
OtherEg’s–StoryBoardingto
encourageacrea.veapproach
toachronologicaltask.
Visual
Learning
Promptat
GCSE
Year7StudySkills
LucyNoble
and
TelseaKern
Positively MAD Inspiring Empowered Learning
MindMapping
The Powerful Brain-Friendly
Thinking Tool
How They Help You
MindMapping
• Page is landscape • Central image • Sub-topics
• Detail • All lines are connected
• One word/picture per branch • Use colour
Key Words
Leonardo Da Vinci Leonardo Da Vinci is one of history’s most renowned artists. His name may sound familiar from his art or from the film 'the Da Vinci Code' based on one of his paintings, however 'Da Vinci' could mean anyone from the town of Vinci as that's what it means Leonardo from the town of Vinci. Leonardo was born on the fifteenth of April 1452. His mother was called Caterina and it is believed she worked in the house of his father. Leonardo was born out of wed lock so had very few options available to him. He did not receive a proper education because of this. Most of his works are unfinished, due mainly to his approach. He followed a very scientific method to his art. He would study a subject, sometimes for months to get it exactly right. He would observe, then make notes then re-evaluate before starting his piece. If he was studying a plant he would first need to understand its genetics and how it lived before starting his piece. This meant he would find a new project and be motivated and inspired and leave the project he was working on. He would take the money for the projects even though he did not finish them. This came back to haunt him in Milan when a court ordered him to finish a painting he started 20 years earlier. The Mona Lisa has always caused discussion as to whether she is smiling or sad. During their sittings Leonardo would have musicians playing and joking while he painted so she didn't get bored. Although her husband commissioned the painting he never got it as Leonardo carried it around for 15 years as it was 'unfinished'. He was commissioned by the Pope to paint but after 7 months he had done no painting but had created a varnish from herbs! He was the first man in the world to make a mechanical toy that moved independently. It was a lion which he made for the King of France. He also did a lot of studying of the human body. Due to his scientific interest he even went into dissection and was the first person to study each organ individually. Whilst doing this he was the first man to discover the heart works like a muscle. The Last Supper is one of his most famous paintings. The film The Da Vinci Code is based around this painting. He didn't use water paints on wet plaster to paint like other artists he used his own recipe of oil based paints which did mean the painting started to deteriorate. He would paint for 3-4 days without eating, drinking or sleeping then just stare at it for days. After 3 years of painting it a friar complained that it was taking him too long. Leonardo explained that he had been studying low lifes for weeks to find the right face for Judas but the friar’s face seemed to fit!
To create a MindMap, start with an image in the centre of the page
Bloom from the centre...these topics represent the paragraphs from the text. You wouldn’t normally stop here, you continue to flow the information as you can see on the next page.
Year7HomeworkTimetable
Eachhomeworkshouldtakeabout30minutes,possiblyextendingto40minutesfor
moreinvolvedpiecesofwork.Shouldtheworktakeless:methanplanned,
encourageyourchildtousethis:metocon:nuewiththeirreading.
Day Homeworksubject Homeworksubject
Monday English GeographyofHistory
Tuesday Mathema.cs PerformingArts,usuallysettwiceeachhalfterm
Wednesday
Design&Technology,usuallysetonce
every2weeks
ModernForeignLanguage
Thursday Art,usuallyonceevery4weeks Science
Friday Mathema.cs
Ethics,Philosophy&Culture,usuallysetonce
every2weeks
Year7
ImportantDatesin2016
• Year7ReportsHomeThursday28thJanuary2016
• Year7InternalExams11th–22ndApril2016
• Year7ProgressCheckHomeThursday5thMay2016
• Year7Parents’EveningWednesday18thMay2016(15.30-
18.00)